This paper extends Status Characteristics Theorys investigations on the development of power and prestige orderings in small groups. I propose an experimental examination of the degree of superiority at task that is needed to overcome the effects of three types of diffuse characteristics: gender, race and education level. The research will be done within the scope of Status Characteristics Theory which asserts that the status generalization process in small groups is a function of the status characteristics of its members and the performance expectations associated with them. Status Characteristics Theory has developed intervention strategies such as demonstrating superior ability at task to disrupt the development of observable power and prestige orders in small task-oriented groups. This research will address three basic questions regarding intervention strategies: Are diffuse statuses equal in their effect? What level of superiority at task is necessary to overcome performance expectations? And do the necessary levels of superiority at task vary over diffuse characteristics?

Publication Type: Conference Paper/Unpublished ManuscriptReview Method: Peer ReviewedAbstract: This paper extends Status Characteristics Theorys investigations on the development of power and prestige orderings in small groups. I propose an experimental examination of the degree of superiority at task that is needed to overcome the effects of three types of diffuse characteristics: gender, race and education level. The research will be done within the scope of Status Characteristics Theory which asserts that the status generalization process in small groups is a function of the status characteristics of its members and the performance expectations associated with them. Status Characteristics Theory has developed intervention strategies such as demonstrating superior ability at task to disrupt the development of observable power and prestige orders in small task-oriented groups. This research will address three basic questions regarding intervention strategies: Are diffuse statuses equal in their effect? What level of superiority at task is necessary to overcome performance expectations? And do the necessary levels of superiority at task vary over diffuse characteristics?